Abdelrahman Abdelrahman

Perfect Bond girl- Reading
Elementary level


In this lesson, the Ls will learn new vocabulary to describe people and will practice reading for specific information by reading a text about the perfect bond girl. The lesson starts by displaying the picture of Bond and elicit from Ls his name, nationality, etc. This is followed by pre-teaching vocabulary to prepare the Ls for the reading task. Finally, the Ls are going to do a controlled speaking practice to describe people and places.


Abc English File
Abc Picture

Main Aims

  • To provide reading for specific information using a text about the perfect Bond girl in the context of using adjectives to describe people, places, etc.

Subsidiary Aims

  • To provide accuracy speaking practice in a controlled speaking in the context of using adjectives to describe people, places, etc.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

T shows Ls a picture of James Bond to elicit some information about the actor by asking: - Who is that man? - What does he do? - Where is he from? T asks Ls to work in pairs to collect some information about the actor by answering the following question: (for two minutes). What do you know about this actor? which of his movies you like? Then, when Ls finish, T conducts whole class feedback.

Pre-Reading (7-9 minutes) • To prepare students for the text and make it accessible

T pre-teach some vocabulary before the reading task : -T displays pictures and elicits the words and meaning from Ls. - T asks CCQs to make sure that Ls understand the meaning of the words. Is it a part of a larger building? Can a flat be in two or more floors? Does fair hair have a dark colour? Does fair hair have to be long hair? - Once the word is said, T focuses on pronunciation by choral and individual drilling. - T elicits the word class from Ls. - T shows them the word in a sentence.

While-Reading#1 (7-8 minutes) • To provide students with less challenging gist reading task

The Ls need to skim the text to get a general view of it before. T gives instructions " Read the text fast in 2 minutes and choose a subject for the text from the list ". T asks ICQs: -Are you going to read carefully or fast? -Do you need to read every word? T monitor to ensure that all Ls are working on the task. -When Ls finish, they are allowed to check the answers in pairs. - T does feedback and elicits the answers.

While-Reading#2 (10-11 minutes) • To provide students with more challenging reading tasks (reading for specific information)

T reminds ss about the context of the reading task " you are going to read a text about Bond perfect girlfriend" - T gives the instructions " read the text carefully and tick the correct boxes below the text, work alone". - T asks ICQs: - Are you going to work alone or in groups? - Will you read carefully for fast? - T monitors to ensure that Ls are working properly with no technical problems. T asks Ls to write 'OK' in the chat box whenever they finish so that they do not interrupt others. - When they finish, they are asked to check their answers with their peers. - T conducts whole class feedback by eliciting the correct answers and record them on the screen.

Post-Reading controlled practice (speaking task) (10-12 minutes) • to allow Ls to respond to the text and benefit from what they have read.

T sets the speaking task. T gives instructions" ask each other these questions and get answered. - The questions of the task are typed in the chat box. - T demo in the form of open pairs. - Ls are sent into rooms of pairs. -T monitors while they are working. - T provides help to Ls when needed. - T gets feedback from Ls by asking some questions about the tall and short persons in the class, 'who is hungry', and about the cheap and expensive restaurants.

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